Wenjian Zhang

Dados Biográficos

ID4634977
NOMEWenjian Zhang
PRENOMESWenjian
SOBRENOMEZhang
ASSINATURAZHANG W
AFILIAÇÕESGuangzhou Medical University
ORCID0000-0003-4417-9818
VERIFICADOSim
TOTAL DE OBRAS3
TOTAL DE CITAÇÕES0
TOTAL COMO AUTOR3
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2023
ANO MAIS RECENTE DE PUBLICAÇÃO2025
ÍNDICE H0

  • The Reciprocal Relation Between Vocabulary Knowledge and Compound Structure Awareness and Their Contributions to Reading Comprehension in Chinese Children

    Open AccessYahua Cheng, Yixun Li et al.ARTICLEReading Research Quarterly2025Referências: 49

    Previous studies uncover that vocabulary knowledge may be related to compound structure awareness (the awareness of relational structure embedded in compound words), and they both contribute to reading comprehension. Yet, limited studies have examined the dynamic relationship between vocabulary knowledge and compound structure awareness, or their joint contributions (including growth rates) to reading comprehension. Our study aimed to fill this g…

  • Prevalence of falls and associations with family functioning among community-dwelling older adults in Guangzhou, China

    Open AccessSiyu Sun, Si-Yu Sun et al.ARTICLEFrontiers in Public Health2024

    Introduction: Falls are the primary cause of unintentional fatalities among individuals aged 65 and older. Enhancing research on fall prevention among older adults is an urgent priority. Consequently, this study aims to investigate the prevalence and influencing factors of falls among community-dwelling older adults in Guangzhou, China, with a particular emphasis on the impact of family functioning. Methods: We used a multi-stage stratified clust…

  • The developmental trajectory of oral vocabulary knowledge and its predictive effects on reading abilities among Chinese primary school students

    Yahua Cheng, Yao Feng et al.ARTICLEActa Psychologica Sinica2023

    摘要: 对149名小学一年级汉语儿童的口语词汇知识进行历时6年8次的追踪测试, 采用潜变量增长模型探索了小学儿童口语词汇知识的发展轨迹, 并在控制相关变量后, 考察了口语词汇知识的起始水平和发展速度对儿童六年级时阅读能力的预测作用。结果发现:(1)小学儿童的口语词汇知识呈持续地非线性增长, 其中三年级和五年级是儿童口语词汇知识发展的快速增长时期, 儿童之间的个体差异表现出差异稳定的发展模式; (2)控制一般认知能力和相关阅读认知技能后, 口语词汇知识的起始水平和发展速度均可显著预测六年级时的阅读准确性、阅读流畅性及阅读理解, 且对阅读准确性和阅读理解的预测比对阅读流畅性的预测更强; 相对于起始水平, 口语词汇知识的发展速度对阅读能力的预测作用更强